SINGAPORE AMERICAN SCHOOL
Primary Division (Pre-School – Grade 2)
2013 – 2014
Student-Parent Handbook
SINGAPORE AMERICAN SCHOOL
Calendar 2013-14
July 2013
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PUBLIC HOLIDAYS FOR STUDENTS, FACULTY AND STAFF
August 8 - Hari Raya Puasa
August 9 - National Day
July 22-Aug 2 - - New Faculty Orientation
October 15 - Hari Raya Haji
August 5 - First Day for all Faculty
August 5-7 - Faculty Inservice Days
November 2 - Deepavali (No School on Nov 4)
November 28 & 29 - Thanksgiving
August 10 - Open House
December 25 - Christmas Day
August 12 - First Day for Students
January 1 - New Year
September 19 & 20 - Faculty Inservice Days
January 30 & 31 - Chinese New Year
June 5 - Last Day for Students (11:30 Dismissal)
April 18 - Good Friday
June 5 - Last Day for Faculty
May 1 - Labor Day
May 13- Vesak Day
(For Public Holidays occurring on a Saturday or Sunday, the Monday after shall be a holiday.)
SCHOOL VACATION
(NO SCHOOL FOR FACULTY, STUDENTS AND INSTRUCTIONAL ASSISTANTS)
Fall Break: November 4-8
Winter Break:December 23-January 10
Spring Break: March 24-28
QUARTER/SEMESTER SCHEDULE
October 18 - End of 1st Quarter
December 20 - End of 2nd Quarter/1st Semester
March 21 - End of 3rd Quarter
June 5 - End of 4th Quarter/2nd Semester
Board Approved: December 10, 2012
Elementary P/T Conference: October 11 & 14; March 20 & 21
Professional Development Late Start for Students: October 2, February 12, March 5, April 9
PSAT: October 16
AP: May 5-16
TABLE OF CONTENTS
Principals’ Welcome
Primary Faculty Assignments
SAS Philosophy
The Primary Program
Information at a Glance
Absence
Early Departure
Withdrawals
Report Cards
Testing
Homework
Student Responsibilities
Personal Property
School-Wide Theft Policy
Possession of Dangerous Items/Violent Acts
Bike / Scooter / Skateboard Riders
Library Media Center
Medical Assistance/Medication
Insurance Coverage
Birthdays
Field Trips
Child Abuse or Neglect
Communication
Pages
1
2-3
4
5
6
7
7
7
8
8
8
8
9
9
9
9
10
11
12
12
12
12
13-15
Elementary Curriculum Information
Language Arts Curriculum
Mathematics Curriculum
Social Studies Curriculum
Science/Health Curriculum
Science Lab Program K-Grade 5
Special Services
Philosophy Statement
Primary Division Special Services
Resource Program
Speech & Language Services
Counselors
School Psychologist
English for Speakers of other Languages (ESOL)
The Student At Risk Intervention Plan
Specials - PE/Art/Music/Swimming
Technology
World Language
- Chinese Language
- Spanish Language
Kindergarten Perceptual Motor Program
Technology
Technology Acceptable Use Policy
16
16
17-21
22-23
24
25
26
26
26
27
28
28
28
29
30
31
32
33-34
Dress Code
Elementary After School Activities (EASA)
Community Organizations
Parent Teacher Association
Cafeteria Service
Transportation Service
Early Childhood Center
Map to Woodlands Campus
38-40
41
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43
44
45-47
35
36
37
David Hoss
Principal
Primary Division
Geri Johnson
Deputy Principal
Early Childhood Center
Ken Schunk
Deputy Principal
Primary Division
PRINCIPALS’ WELCOME
Dear Students and Parents,
Welcome to the Primary Division (Preschool through Grade 2) of the Singapore
American School. We are pleased to have you be part of our dynamic school community.
Exciting and challenging opportunities await within our school walls and your involvement
will enrich those activities in many ways. We believe our Primary program offers one of the
strongest, developmentally appropriate academic programs available to students anywhere
in the world. Our school has a warm and inviting environment, engaged and creative students, caring and committed teachers, and a supportive and involved parent community.
Whether you are new to the Singapore American School or returning for another year,
we know from time to time you will have questions regarding all that’s occurring within
the Primary Division. Please take some time to read through the information contained
within this handbook. We believe it will serve as a useful guide in answering many of
the questions you may have about the 2013-2014 school year. There is also extensive
information posted on the internet. To access this information, log on to the SAS website at
www.sas.edu.sg
As your child’s principals we are actively involved in the activities and day to day life of
our Division. If you have obersvations/information to share, questions, ideas, concerns,
or simply want to stop by to say hello, our doors are always open and we’d love to hear
from you.
We are committed to ensuring the “Vital Few”, which include; Academic Rigor,
Professional Excellence and Extraordinary Care for the Welfare of Each Child, are three
operational imperatives that guide the Primary Division’s efforts and resources in achieving
excellence as a world class leader in education.
Once again thank you for joining us for what will be an exciting and rewarding year in the
Primary Division.
All best wishes for a successful school year,
David A. Hoss
Principal
Primary Division
Kenneth F. Schunk
Deputy Principal
Primary Division
1
Geri Johnson
Deputy Principal
Early Childhood Center
PRIMARY FACULTY ASSIGNMENTS
FOR 2013-2014
Teacher
Assignment(s)
Room
David Hoss
Ken Schunk
Primary School Principal
Primary Deputy Principal
P102K
P102J
Cheryl Wong
Judith Lee
Principal’s Secretary
D. Principal’s Secretary
P102B
P102C
Sarah Pisacano
Robin Pearson
Donna Hinton
Jo McIlroy
Psychologist
Counselor
Counselor
Counselor
P204C
P204D
P204E
P204F
Louise Donaghey
Literacy
P204G
Gynell Gaskell
Math Coach
Alison Cuthbert
Rosa Shin-Gay (.5)
Library Media Center
Library Media Center
P222
P222
Anh Aoki
Elisa Chan
Nurse
Nurse
P100
P100
Lisa Wan
Gretchen Clow
Lynda Scott
Leah Hevey
Mark Lewis
Kate van Oosten
Jeff Hinton
Lisa Riley
Robyn Schwarz
Sudesh Pathmarajah
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
Kindergarten
P105
P106
P107
P108
P109
P110
P111
P112
P113
P115
Rose Bava
Kindergarten (Perceptual Motor)
P104
Jennifer Kelly
Melissa Clark
Rachel Kumar
Kathy Tan
Erika DiGiovanni
Mike Ferguson
Analu Assis
Kristi Goldhammer
Laura Hellgeth
Sarah Absolom-Coole
Pamela Derksen
Debbie Woodfield
Pat Quick
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
Grade 1
P205
P206
P207
P208
P209
P211
P212
P214
P215
P216
P217
P224
P226
Barbara Procida
Lisa Hogan
Buffy Peterson
Laura Terrile
Kristen Kweicien
Sue Barber
Daniel Gach
Adrienne De Michele
Rachel Adams
Felice Dougherty
Anne Carroll
John Larson
Alison White
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
Grade 2
P306
P307
P308
P309
P310
P312
P313
P315
P316
P317
P318
P328
P330
2
Teacher
Assignment(s)
Room
Tzung-Mei Jang
Allison Cannon
Bridget Gambell
Shabari Karumbaya
Vanessa Murphy
Anne-Marie Tan
Amanda Wood
Speech/Language
Speech/Language
Resource
Resource
Resource
Resource
Resource
P202
P203
P218
P219
P319
P324
P325
Kathleen Higgins
David Yowell
ESOL
ESOL
P304
P305
Wendy Liddell
Wendy Liddell
Science Lab
Math Support
P320
P327
Kelli Buxton
Shaun Kirkwood
James Shin-Gay
Computer
Computer
Computer
P302
P302
P303
Jenny Tang
Jennifer Yang
Ying Chu
Shuna Sun
Patrick Goh
Paul Haakenson
Wei Sun
JinHua Xu
Lan Ying McQueen
Chinese
Chinese
Chinese
Chinese
Chinese
Chinese
Chinese
Chinese
Chinese
P200A
P200B
P200C
P300A
P300B
P300C
P300D
P300E
P300F
Martha Castellanos
Lance Kershner
Spanish
Spanish
P200D
P200E
Leanne Pepple
Simon Gustafson
Delaena Ganske
Music
Music
Music
C203
C204
C206
Laurie Thompson
Suzanne Heathorn
Takuta (Doc) Emery
Art
Art
Art
C102
C103
C104
Laura Schuster
Meredith Bell
Anne Wenstrom
Paul Clayton
Annika Ferrell
Jasper Lawrence
PE
PE
PE
PE
PE
PE
C212C
C212C
C212J
C212J
C212J
C212J
3
SINGAPORE AMERICAN SCHOOL
PHILOSOPHY
Singapore American School provides an American educational program in English based upon the
following philosophy:
z
that education is an essential asset of life, and that school programs and activities provide
equal opportunity to all students admitted to Singapore American School irrespective of
color, creed, race, ethnic origin, or gender;
z
that the worth of the individual and the value of a free society in which individuals are
given the opportunity to develop their talents fully, are essential components of an American
education;
z
that individuals must eventually assume the major responsibility for their own
development and behavior, and that the school has a primary duty to help prepare its students to accept this most important responsibility;
z
that the behavior of students, faculty and staff reflect the standards of good
citizenship demanded of the members of a democratic society;
z
that the achievement of these stated high purposes and ideals of Singapore
American School can be accomplished only to the extent that there is full
understanding, cooperation and individual effort on the part of the entire school
staff, all its students, their parents, the board of governors, and the American
community in Singapore.
SAS Vision:
A world leader in education cultivating exceptional thinkers prepared for the future.
SAS Mission:
“The Singapore American School is committed to providing each student an exemplary American
educational experience with an international perspective.”
SAS Vital Few:
* Academic Rigor
* Extraordinary Care for the Welfare of Each Child
* Professional Excellence
SAS Desired Student Learning Outcomes:
* Exemplary Character with Ability to Work Independently and Collaboratively
* Critical and Creative Thinkers
* Engaged and Responsible Citizens
* Effective Communicators
SAS Core Values:
* Compassion
* Honesty
* Fairness
* Responsibility
* Respect
4
The Primary Program
The primary division of the Singapore American School consists of preschool, prekindergarten, kindergarten and grades 1 and 2 .
The primary program at SAS has a strong commitment to the whole child. It seeks to
foster each child’s intellectual, physical, emotional, social and cultural growth within a rich
and stimulating environment. Our basic philosophy is that children learn best by doing.
Their discovery is concrete and based on their own experiences. The children are given
opportunities to explore, experiment and discover with hands-on materials.
It is especially important at the pre-school, pre-kindergarten and kindergarten levels that
parents understand that the education of a young child requires that readiness skills be
developed. The purpose of primary education is to enhance the child’s physical, social,
cognitive and creative development by assisting the child on the appropriate levels of
communication skills; to promote the development of a sense of self-esteem; to assist the
child to develop decision making skills; to allow the child to look at the world from different perspectives and to adapt to change.
The development of general readiness skills which include sensory and perceptual areas
as well as reading and math is a basic goal. By the end of the kindergarten program,
the child should demonstrate general cognitive, perceptual and motor skills needed for
first grade. The child should be well adjusted socially and emotionally, be able to work
independently, cooperate with others and work in a group setting. The first and second grade
program strengthens and builds upon what was highlighted within the first three years of our
early childhood program and emphasizes a more structured approach to teaching the basic
subjects with a major emphasis on the development of language, writing and arithmetic
skills. Science, social studies, and health are also integrated and taught within the curriculum. Students at the K-2 levels receive special instruction in art, physical education, music,
computer, world language, library skills and swimming.
5
INFORMATION AT A GLANCE
Quick Facts
z School Hours:
8:00 - 2:55 p.m. for Grades K, 1, 2
Telephone:
Fax:
6363-3407
6363-6440
Alternate
The Second and Fourth
Dress Day:
Wednesday of every month
(Students can wear clothes other than their uniform)
Daily Schedule
z K - 2 Lunch Schedule
K
9:00 - 9:25
(Snack)
11:05 - 11:35
(Lunch)
11:35 - 11:50
(Lunch Recess)
2:35 - 2:55
(Snack)
1
9:25 - 9:45
(Recess/Snack)
11:20 - 11:35
(Lunch Recess)
11:35 - 12:05
(Lunch)
1:00 - 1:15
(Snack)
2
9:00 - 9:25
(Snack /Recess)
12:20 - 12:50
(Lunch)
12:50 - 1:05
(Lunch Recess)
School Supplies
z At the start of the 2013-2014 school year, your child will be
provided with a basic set of school supplies.
Parents do not have to purchase a start up kit of supplies
at the start of the school year.
6
Absences
z
We want to know when your child is absent so we can be sure
they are safe at home. You can phone in or contact the school by
email through the internet link on the Primary school web page.
Go to http://www.sas.edu.sg, select PS, select “about PS”, select
“Student Absence Form”. When your child returns to school
after an absence, due to illness or otherwise, the student should
bring in a note from you or the doctor (if absent 3 or more
days) explaining the nature of the absence.
Absences are not judged to be excused or unexcused. The
days absent will be reflected on the report card along with the
number of days present and the total number of school days
in each quarter. If the frequency or numbers of absences are a
concern because they negatively impact on students learning,
the principal will discuss this with the child’s parents.
Singapore American School honors and respects the rich
cultural diversity of its school community. An aspect of this
diversity is the range of religions in which its community is
engaged. Singapore formally recognizes holidays for its
major religions and these Singapore holidays are required
school holidays.
Students of other religious faiths at SAS may be excused from
school for up to two days for their significant religious observances. Students will be excused from school upon written
request by their parents to the administration of the school
division of their children, when notice is submitted at least two
weeks prior to the designated absences. The administration will
inform teachers of these student absences, and opportunities
will be made available by teachers to make up any tests or class
work missed.
Early
Departures
z
Students who need to leave prior to the end of the
school day must have a note from home requesting an early
release. The note should be given to the classroom teacher.
Any student leaving early must sign out in the office before
leaving campus.
Withdrawals
z
Please inform the Admissions Office of a student’s withdrawal,
in WRITING, at least two weeks in advance. Be sure to include
the final day of school attendance. Records and report cards
may be obtained from the Primary Office on the student’s last
day. They may also be mailed to the new school if a forwarding
address is given.
7
Report
Cards
z
Our purpose for evaluating students is to provide parents
with needed information about the child’s efforts and academic
achievements. Report cards and/or a goal setting conference
are used 4 times a year at the end of each quarter:
Quarter 1
Quarter 2
Quarter 3
Quarter 4
:
:
:
:
August 12 – October 18
October 21 – December 20
January 13 – March 21
March 31 – June 5
Parent/teacher conferences are scheduled for October 11 and
14, 2013 and March 20 and 21, 2014. Additional conferences
may be scheduled at any time.
Testing
z
Testing may be initiated for students enrolling without sufficient documentation (i.e. previous report cards, test information, etc.). This would then be used to help properly place a
student into our program..
Homework
z
Assignments to be completed at home vary according to grade
level and subject area. Homework may be assigned so the
students can expand on the skills and concepts taught in class,
and gain a more thorough understanding from additional independent study.
We wish to provide an opportunity for the students to follow
through with responsibilities and experience the success of independent learning. Generally, you can expect some form of
homework coming home, from simply returning school communications to casual reading. Each grade level will share their
homework philosophy with you during our Back to School
Night on August 27, 2013.
Student
Responsibilities
z
Students have the right to a positive atmosphere, a
safe and orderly environment, a quality education, and
opportunities to become all they are capable of becoming.
Along with these rights, there are certain responsibilities placed
on each of them. So long as each person does his/her part,
SAS will continue to be a great place for everyone!
8
Personal
Property
z
It is very important to keep track of all the items
students bring to school each day. Labeling all clothing,
book bags, belongings, lunch boxes (and containers) with the
student’s name and grade helps ensure the return of the item,
should it be misplaced. Permanent felt markers and laundry
pens are sold commercially for this purpose. Please check at
the lost and found area in the primary office for misplaced
items. The school accepts no financial responsibility for
personal items that go missing at school.
Students are discouraged from bringing non-essential
belongings to school. Occasionally personal items may be
brought to school at the teacher’s request. Please do not allow your child to bring toys to school. If unsolicited, personal
items brought from home become a distraction or annoyance
in the classroom, they will be confiscated and returned at a later
time. Electonic devices or “games” can be brought to school
but they need to remain in your child’s backpack. They can be
used on the bus ride home.
School Wide
Theft Policy
z
“Taking or being in possession of an individual’s property
or any institution’s property without their consent is stealing
and will not be tolerated at Singapore American School. This
policy shall be in effect for all students while on campus, on
school sponsored activities or trips or while representing the
school in any capacity. If it is determined that a student has
violated this policy, disciplinary action up to and including
expulsion from school and the involvement of the Singapore
Police Department may be applied.”
Possession
of Dangerous
Items/Violent
Acts
z
Students in possession of dangerous items on campus or at a
school sponsored event or participating in violent acts will
be subject to disciplinary action ranging from suspension
to expulsion. Any object used in a threatening manner, even
if it is not normally considered a weapon, will be considered a
weapon under this policy.
Bike/Scooter/
Skateboard
Riders
z
A frequent review of basic safety rules
child is encouraged. Parents are strongly
to provide their children with bike helmets if
riding to school. All children need to walk
scooters/skateboards once they are on school
avoid any accidental collisions.
with your
encouraged
they will be
their bikes,
grounds to
Bikes need to be parked in the racks provided. A lock is recommended.
9
Library
Media
Center
z
Our impressive Primary Library Media Center has an
excellent collection of children’s books. We are proud of this
diverse collection, which appeals to our youngest readers and
supports the curriculum through a variety of wonderful
resources. From engaging fiction and information-rich
nonfiction collections to our popular Parent Read-Along
collection of stories with CDs, we have something for
everyone. We also have a growing collection of eBooks and
audio books available for families to access from their own
devices anywhere in the world. Please contact the library staff
for more information. To have a look at the books and materials available in the library, you can access our online catalog
called OPAC through the link on the school’s website (www.
sas.edu.sg> Learning at SAS> Primary School> Library).
Timely and frequent acquisitions of current and popular
materials are made from local and international book vendors.
These materials are relevant, interesting, engaging and support the learning that goes on in classrooms. Multicultural materials from a variety of sources are also included in the collection to reflect the cultural diversity of our student population.
Students are invited to visit the Library Media Center independently to check out books and practice the skills of locating, processing and applying information effectively. Whole
class lessons support classroom literacy goals, promote the
love of reading and teach information literacy. Each student
is issued one bright red library bag to be used exclusively for
library materials. This bag protects books from drink bottles,
rain and helps students keep track of their books. We appreciate you helping your children to remember to return their
books on their designated library day.
The Library Media Center offers a diverse calendar of developmentally appropriate programs including story times, book
celebrations and special events that support information literacy. PTA sponsored author’s visits have been particularly
successful and enjoyable for our Primary School Community.
We love having Parent Volunteers! We appreciate your time
and welcome your involvement. Please contact library staff
if you are interested in helping in the Primary Library Media
Center.
The Library Media Center is open each school day from 7:30
am to 4:00 pm. We look forward to welcoming you. Happy
Reading!
10
Medical
Assistance/
Medication
z
The school provides adequate facilities to handle most
minor
accidents
and
emergency
situations that
occur on campus. Two qualified nurses are on duty
full-time when school is in session. All students need to submit
completed physical forms signed by a physician along with a full
immunization record at the time of registration. It is important to
include information about your emergency contact
person and a signed “Consent for Treatment” form, in case an
emergency arises. If your child has an allergy or any
+other noteworthy medical condition, please inform the school
nurses immediately.
If your child is absent due to illness, please send a note to the
teacher explaining the nature of the illness. Also, be sure to
inform the school nurse if your child has been exposed to a
contagious illness.
If medication needs to be administered during school hours,
it must be stored and administered from the nursing office.
A parental consent form must be signed and clear written
instructions should include the students name, grade level and
teacher, the name and dose of the medication, the time of
administration and expected duration of treatment, if known.
Please make this arrangement with the school nurses.
(For safety, children should not take medicine without proper
supervision.)
In consideration of other children and your child’s health,
please keep your child home if he/she has any of the
following symptoms
fever (37.8°C)
rash
diarrhea
vomiting
greenish or yellow nasal discharge
discharge from the eyes
If your child has a contagious illness they need to be seen by a
doctor and given medical clearance to return to school.
Medical Examination Form
In compliance with the Singapore Ministry of Health
regulations and SAS Policies, all SAS students must have a
completed medical examination form on file. Usually this
is completed as part of the admissions process. However,
failure to have this form on file three weeks after your child
begins school may result in your children being sent home
until the medical examination form is completed.
11
Insurance
Coverage
z
The school maintains commercial insurance coverage for
customary risks including comprehensive liability, property loss
(school-owned property only), and fire, among others. The
school does not maintain medical or accident insurance for
students, parents, or guests, or for theft or loss of personal
property such as laptops and mobile phones. Parents are
encouraged to arrange such insurance with one of the many
carriers in Singapore.
Birthdays
z
Children are naturally proud of their growth and development,
and this is even more important when a birthday takes place. It is
a special time which is acknowledged in the primary division. It
is possible to send in treats for your child’s whole class on his/her
birthday and the teachers will make provision for this when you
advise them in advance. While birthday cakes are not allowed,
parents may send in cookies or cupcakes which will be passed out
during the class’s 15 minute snack time. Do not send drinks or
party favors - they will not be distributed.
Please refer to the class telephone list for addresses and phone
numbers if you are planning your child’s private birthday
party. Mail or phone invitations from your home to eliminate
confusion and hurt feelings. Party invitations cannot be handed
out in the classroom. Likewise, we cannot distribute birthday
gifts at school.
Field Trips
z
During the school year, a maximum of four field trips may be
taken to supplement and extend learning presented in the classroom. All monies needed for these excursions are included in
your child’s tuition. Parents will be asked to complete and sign a
permission slip for each field trip. Current medical information
and passport numbers are required on the form.
Child Abuse
Or Neglect
z
Singapore American School recognizes its responsibilities in
providing for the protection of students whose health and
welfare are significantly affected or threatened by the conduct
of those responsible for their care and protection, which may
include parents, relatives, guardians, or other adults in the
student’s immediate environment. This policy is also intended
to provide protection for students whose health and welfare is
adversely affected by other students, neighbors, or any other
person with whom the student comes into contact. It is the
responsibility of every professional staff member who has
knowledge of or reasonable cause to believe a child is being
neglected or physically or sexually abused to report the
information to their immediate supervisor or the
Superintendent.
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Communication
z
PARENT INVOLVEMENT - The only way in which a child
can be educated to the best of his/her ability is if parents
and teachers work together. Newsletters are an important
vehicle for communicating information about activities at
school, within the classrooms and division grade levels. A
VIP (Volunteers in Primary) program, in which parents
volunteer to work in the classroom, is an important program
at the Singapore American School. Parents are involved in a
variety of ways and scheduled according to teachers’ needs.
Many parents welcome this opportunity to be involved in the
school environment. The school’s expectations for parents
are that they be flexible (able to take direction and understand
that whatever task they are asked to do is valuable assistance
for the teacher and students in that classroom), conscientious and confidential (aware that certain information and
situations they may observe are between the teacher, student
and that particular student’s parents). With these expectations
in mind, all parent volunteer help is positive and in the spirit
of making the classroom environment more learner-friendly.
A variety of PTA sponsored events are also held
throughout the year. Your participation in these projects is always
appreciated and your interest adds greatly to your child’s
enjoyment of school.
Here are other ways to keep in touch with school programs
and activities:
The school calendar is provided. Please consult this as you
plan your family activities throughout the year, or access the
SAS website on the internet at eaglelink.sas.edu.sg
*
Join the principal for open discussions on a variety of
topics at the Parent Coffees. These will be held in the Primary
Faculty Lounge (P220) from 8:30am to 9:30am. Parents will
be notified in advance of these coffees.
*
Read the editions of the newsletters which will be sent home
or posted on the classroom website.
*
Attend conferences and open house nights.
*
Contact the teacher or counselor to set up an appointment to
share information regarding your child.
*
Read and respond to correspondence from the teacher.
*
Consult the “specials calendar” regarding your child’s P.E.,
Art, and Music schedules.
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15
ELEMENTARY CURRICULUM INFORMATION
Language Arts Curriculum
Preschool through Grade 12 Reading Language Arts/English
Program Philosophy
Literacy learning and habits begin in the home and community. Literacy learning is further
developed and reinforced in school.
Singapore American School emphasizes effective reading, writing, listening,
speaking, and viewing through a multicultural, literature-based curriculum. This curriculum
encourages a diversity of genres, time periods, and perspectives to foster critical and creative
thinking, quality communication, independence, and reflection at developmentally
appropriate levels.
SAS advocates a student-centered, interactive, collaborative, and integrated approach
in support of balanced literacy. Opportunities are provided for students to experience
information literacy and language in meaningful contexts for a variety of purposes and
audiences. SAS believes these approaches will best prepare and empower students to be
life-long learners who are competent, responsible, and effective communicators.
Program
The Primary Language Arts Program provides balanced instruction in reading, writing,
speaking and listening. This instruction is both explicit and integrated with all subject
areas. Students come from various backgrounds and begin school with a diverse set of
language experiences and abilities. Teachers in K-2 provide a variety of language learning
opportunities to meet all students’ developmental levels and learning styles.
Specific language skills and strategies are introduced and practiced within the meaningful
context of literature. These relate to decoding, comprehension, handwriting, spelling and
mechanics. We teach students how to read, write, speak and listen, and ensure that there
are opportunities to do so at an appropriate developmental and interest level daily.
Spelling, word study, vocabulary and oral language lessons occur in every classroom. These
are consistent at a grade level and often vary in structure. Your child’s teacher will inform
you of the particular routines involved in their class. Reading and writing instruction is
primarily through the workshop model. This model consists of a mini lesson, and
opportunities for independent practice, and a sharing at the end of the workshop. In addition to
workshop, reading instruction will comprised of teachers reading aloud, shared reading, guided
reading, partner or small group reading. Writing instruction will include
modeled, interactive, shared and guided writing.
Teachers use flexible grouping to organize their classrooms for more effective instruction.
There is a balance of individual, small group and whole class activities.
All teachers monitor student progress through Developmental Reading
Assessments (DRAs), ongoing anecdotal record keeping and quarterly formal assessments
of leveled texts and writing samples. Assessment procedures are aligned at grade level and
are available for viewing at specific times during the year.
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Mathematics Curriculum
The Mathematics curriculum is based on the Common Core State Standards and is
designed to achieve a balance among concepts, skills, and problem solving. The
curriculum stresses rigorous concept development, presents realistic and relevant tasks, and
maintains a strong emphasis on computational and procedural skills. The program used to
support student learning K – 5 is enVision Math Common Core. Features of the program include
an extensive digital presence, comprehensive parent support and differentiated lesson design and
home learning.
THE MATH PRACTICE STANDARDS for all students to develop are:
1.
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.
They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if necessary. Younger
students will use concrete objects or pictures to help conceptualize and solve a problem.
Mathematically proficient students check their answers to problems using a different method, and
they continually ask themselves, “Does this make sense?” They can understand the approaches of
others to solving complex problems and identify correspondences between different approaches.
2.
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it
symbolically and manipulate the representing symbols as if they have a life of their own, without
necessarily attending to their referents—and the ability to contextualize, to pause as needed during
the manipulation process in order to probe into the referents for the symbols involved.
Quantitative reasoning entails habits of creating a coherent representation of the problem at hand;
considering the units involved; attending to the meaning of quantities, not just how to compute
them; and knowing and flexibly using different properties of operations and objects.
3.
Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They are able to analyze
situations by breaking them into cases, and can recognize and use counterexamples. They justify
their conclusions, communicate them to others, and respond to the arguments of others. They
reason inductively about data, making plausible arguments that take into account the context from
which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is
flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such
arguments can make sense and be correct, even though they are not generalized or made formal
until later grades. Students at all grades can listen or read the arguments of others, decide whether
they make sense, and ask useful questions to clarify or improve the arguments.
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4.
Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might be
as simple as writing an addition equation to describe a situation. Mathematically
proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need
revision later. They are able to identify important quantities in a practical situation and
map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts
and formulas. They can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of the situation and
reflect on whether the results make sense, possibly improving the model if it has not
served its purpose.
5.
Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a
mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students are sufficiently
familiar with tools appropriate for their grade or course to make sound decisions about
when each of these tools might be helpful, recognizing both the insight to be gained
and their limitations. Mathematically proficient students at various grade levels are able
to identify relevant external mathematical resources, such as digital content located on a
website, and use them to pose or solve problems. They are able to use technological tools
to explore and deepen their understanding of concepts.
6.
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to
use clear definitions in discussion with others and in their own reasoning. They state the
meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to
clarify the correspondence with quantities in a problem. They calculate accurately and
efficiently, express numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students give carefully formulated explanations to each other.
7.
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young
students, for example, might notice that three and seven more is the same amount as
seven and three more, or they may sort a collection of shapes according to how many
sides the shapes have.
8.
Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both
for general methods and for shortcuts. Upper elementary students might notice when
dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. As they work to solve a problem, mathematically
proficient students maintain oversight of the process, while attending to the details. They
continually evaluate the reasonableness of their intermediate results.
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Kindergarten
In Kindergarten, there is a focus on two critical areas: (1) representing and
comparing whole numbers, initially with sets of objects; (2) describing shapes and space.
More learning time in Kindergarten is devoted to number than to other topics.
•
1. Students use numbers, including written numerals, to represent quantities
and to solve quantitative problems, such as counting objects in a set; counting out a
given number of objects; comparing sets or numerals; and modeling simple joining and
separating situations with sets of objects, or eventually with equations such as 5 + 2 =
7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations,
and student writing of equations in kindergarten is encouraged, but it is not required.)
Students choose, combine, and apply effective strategies for answering quantitative
questions, including quickly recognizing the cardinalities of small sets of objects,
counting and producing sets of given sizes, counting the number of objects in combined
sets, or counting the number of objects that remain in a set after some are taken away.
•
2. Students describe their physical world using geometric ideas (e.g., shape,
orientation, spatial relations) and vocabulary. They identify, name, and describe basic
two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons,
presented in a variety of ways (e.g., with different sizes and orientations), as well as
three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic
shapes and spatial reasoning to model objects in their environment and to construct
more complex shapes.
First Grade
In Grade 1, there is a focus on four critical areas: (1) developing understanding of
addition, subtraction, and strategies for addition and subtraction within 20;
(2) developing understanding of whole number relationships and place value,
including grouping in tens and ones; (3) developing understanding of linear measurement
and measuring lengths as iterating length units; and (4) reasoning about attributes of, and
composing and decomposing geometric shapes.
•
1. Students develop strategies for adding and subtracting whole numbers based
on their prior work with small numbers. They use a variety of models, including discrete
objects and length-based models (e.g., cubes connected to form lengths), to model
add-to, take-from, put-together, take-apart, and compare situations to develop
meaning for the operations of addition and subtraction, and to develop strategies to
solve arithmetic problems with these operations. Students understand connections
between counting and addition and subtraction (e.g., adding two is the same as counting
on two). They use properties of addition to add whole numbers and to create and use
increasingly sophisticated strategies based on these properties (e.g., “making tens”) to
solve addition and subtraction problems within 20. By comparing a variety of solution
strategies, children build their understanding of the relationship between addition and
subtraction.
•
2. Students develop, discuss, and use efficient, accurate, and generalizable
methods to add within 100 and subtract multiples of 10. They compare whole numbers
(at least to 100) to develop understanding of and solve problems involving their relative
sizes. They think of whole numbers between 10 and 100 in terms of tens and ones
(especially recognizing the numbers 11 to 19 as composed of a ten and some ones).
Through activities that build number sense, they understand the order of the counting
numbers and their relative magnitudes.
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•
3. Students develop an understanding of the meaning and processes of
measurement, including underlying concepts such as iterating (the mental activity of
building up the length of an object with equal-sized units) and the transitivity principle
for indirect measurement.1
•
4. Students compose and decompose plane or solid figures (e.g., put two
triangles together to make a quadrilateral) and build understanding of part-whole
relationships as well as the properties of the original and composite shapes. As they
combine shapes, they recognize them from different perspectives and orientations,
describe their geometric attributes, and determine how they are alike and different, to
develop the background for measurement and for initial understandings of properties
such as congruence and symmetry.
Second Grade
In Grade 2, there is a focus on four critical areas: (1) extending understanding of
base-ten notation; (2) building fluency with addition and subtraction; (3) using standard
units of measure; and (4) describing and analyzing shapes.
•
1. Students extend their understanding of the base-ten system. This includes
ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as
number relationships involving these units, including comparing. Students understand
multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits
in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8
hundreds + 5 tens + 3 ones).
•
2. Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their
understanding of models for addition and subtraction, and they develop, discuss, and
use efficient, accurate, and generalizable methods to compute sums and differences of
whole numbers in base-ten notation, using their understanding of place value and the
properties of operations. They select and accurately apply methods that are appropriate
for the context and the numbers involved to mentally calculate sums and differences for
numbers with only tens or only hundreds.
•
3. Students recognize the need for standard units of measure (centimeter and
inch) and they use rulers and other measurement tools with the understanding that linear
measure involves an iteration of units. They recognize that the smaller the unit, the more
iterations they need to cover a given length.
•
4. Students describe and analyze shapes by examining their sides and angles.
Students investigate, describe, and reason about decomposing and combining shapes to
make other shapes. Through building, drawing, and analyzing two- and three-dimensional
shapes, students develop a foundation for understanding area, volume, congruence,
similarity, and symmetry in later grades.
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Social Studies Curriculum
The purpose of Social Studies is to prepare students to become compassionate,
responsible and effective citizens of their local and global communities.
Powerful social studies learning encourages students to think critically and consider
multiple perspectives as they interpret the world and develop understandings that endure
beyond the classroom.
Through systematic inquiry into meaningful and relevant content that integrates history,
geography, civics, and economics, our goal is to empower students with:
• the knowledge of the past to understand the present and plan for the future
• the skills to make educated personal and civic decisions
• the dispositions to innovate, collaborate and contribute to a just and sustainable world
Within social studies students also have opportunities to apply and develop
interdisciplinary skills relating to areas such as RLA, math, research and technology while
working both independently and collaboratively.
GRADE KEY CONCEPT & THEMES
Kindergarten
My Family and Me: Families, including the classroom family, have both unique and
common characteristics
Holidays and Celebrations: Traditions connect us with our own heritage and other
cultures.
Grade 1
Our Community : This unit focuses on the following :
•
How we rely on each other as interdependent members of different communities.
(Classroom; school; local community.)
•
How we all contribute to our community and members benefit from doing their
jobs, (monetary, learning, enjoyment - parks, library etc.) for working as community
members.
Our Singapore Community : This unit focuses on the following :
•
•
•
•
•
The contributions of Sir Stamford Raffles and Lee Kuan Yew
How communities change over time - past and present
Mapping skills
Singapore Landmarks
The different cultural groups that make up Singaporeans (Chinese, Malays, Indian).
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Grade 2
The Global Diversity of Asia:
Students explore their Asian community. Through hands-on and real world experiences
students will develop an appreciation of the diversity of their community and how
communities change and grow over time.
Asia Fest:
Asia Fest provides students a tangible way to explore the diversity that is found within Asia.
Students travel to dozens of countries and learn hands-on about the culture, geography,
religion, food, music, art, games and much, much more.
Living Museum:
The Second Grade Social Studies unit will be ongoing throughout the year and aspects are
integrated through other subject areas including service learning, reading language arts, art
and mathematics. The unit culminates with a research project and students present their
findings to an audience during a Living Museum. This culmination both celebrates and
demonstrates an understanding of the diversity of their Asian community.
Service Learning:
Second Grade students will begin to learn that they CAN make a positive difference in their
community. All Second Grade students participate in a yearlong service-learning mission.
We support and work with a local Singaporean organization, Food from the Heart. Each
month students will learn a bit more about the concept of service and the different types
of service. Service Learning concludes with all second grade students participating in an
annual Walk-A-Thon. By the end of the year, each second grade student will have had a
meaningful real-world opportunity to make a positive difference in our community.
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Science Curriculum
The Primary Division Science program at SAS is an inquiry-based curriculum that aims
to stimulate students’ natural curiosity, build interest in their world and themselves,
and provide opportunities to practice the scientific method. Hands-on experiences
emphasize the important scientific processing skills of Observing, Questioning, Inferring,
Predicting, Measuring, Communicating and Classifying. These experiences are introduced and
investigated as students explore the Life, Physical and Earth Sciences.
Our students are actively engaged in constructing ideas and explanations about the world
around them. We use the Foss (Full Option Science) System in both the classroom and
science lab. Additional explorations are carried out in the primary science lab which both
support the existing program and provide enrichment opportunities for all students. Many
activities are integrated by classroom teachers into units involving math, social studies,
reading, writing and home connections.
GRADE
CLASSROOM
LAB
LAB
Kindergarten
Animals Two by Two
Light and Sound
Wood and Paper
Grade 1
Air and Weather
Solids and Liquids
Plants and Animals
Grade 2
Insects and Plants
Pebbles, Sand and Silt
Balance and Motion
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Science Laboratory Program K – Grade 2
The aim of the program in the science laboratory is to create for students an oasis of
scientific study and research within the elementary school and provide students with
experiences that are engaging, enriching and challenging. Through open-ended activities
and hands on experimentation, creative thinking and the lateral exploration of ideas will be
encouraged. Students will be given the opportunity to plan and conduct simple investigations using the correct scientific method. Grade Two students will be invited to present a
scientific investigation at an annual science fair held in the elementary school.
The science program will involve all kindergarten, grade one and grade two pupils who
will visit the science laboratory approximately four times each quarter on a rotational basis.
The program will relate to the grade level curriculums and support and further engage
students in their individual programs.
After school science club opportunities are available for Grade 2 students. During
these sessions, students will be engaged in a variety of activities to further heighten their
scientific and environmental awareness.
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SPECIAL SERVICES
Philosophy Statement
The goal of the Singapore American School (SAS) Special Services Program is to
provide individual students who have learning differences with the academic and emotional
support they require to succeed at SAS to the best of their ability. SAS recognizes the
importance of involving students, parents/guardians, classroom teachers, special services
staff, and administrators in a collaborative process in the delivery of special services.
Singapore American School provides a continuum of services for a wide range of
students. The continuum of services offered varies from early childhood through high
school. We believe the ideal approach to helping with learning differences is through early
intervention.
Primary Division Special Services
The SAS Primary Division provides a range of support services for students who may
benefit from additional educational assistance. Areas of support offered include speech/
language services; resource, classroom guidance and individual counseling, and assessment
by the school psychologist. It should be noted, however, that as a private overseas school,
SAS does not offer full special education programming as prescribed by law for public
schools in the United States.
When a student is seen by their parents or teachers as potentially being in need of
support services to best succeed as primary school student, they are referred by faculty or at
parental request for a Special Services Meeting (SSM). The SSM group is comprised of
school professionals (i.e. teachers counselors, psychologist, resource teachers or speech/
language pathologists, English for speakers of other Languages teachers, etc.) who will
contribute individual knowledge and perspectives for the student in question. Parents play
an active role in this process as well, and the SSM is a collaborative model.
Through the SSM, each student referred is focused upon individually, in order to
ensure that all present are directing their collaborative efforts toward the child. The SSM
provides the means to determine what, if any, services are indicated, how they will be
implemented, and how progress will be monitored.
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RESOURCE
DESCRIPTION OF PRIMARY RESOURCE PROGRAM
The Primary Resource program offers reading/language arts and math support to
students in grades one and two throughout the school year and to kindergarten in the second
half of the year. Teachers with experience and training in teaching children with learning
differences provide instruction to students who need support in order to be
successful in the regular classroom. The Resource team consists of five full time resource
teachers serving the Primary school. Resource support may consist of monitoring the
student in class, to consulting with the teacher, or direct resource support. Resource
teachers work closely with other personnel from special services (counselors, speech/language
pathologists, psychologist) and parents to determine what services, if any, may be needed.
The goal of the resource program is to help each student develop the skills they need to be
successful in the regular classroom.
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SPEECH AND LANGUAGE SERVICES
The speech and language therapy program is designed to identify and provide
services to children who have sound awareness or communication difficulties which may
interfere with their academic and/or social-emotional growth. Aspects of the child's
communication skills (phonological awareness, articulation, language, voice and
fluency) are assessed by a speech-language pathologist to determine if a delay or disorder
exists. The parents may consult the child’s teacher or speech therapist when they have any
questions or concerns. Annual speech-language andhearing screenings are provided for all
preschool, pre-kindergarten and kindergarten students.
Hearing screening services are also available on request. The screening is completed on
all children receiving a speech and language assessment and on all children referred for
student progress concerns.
COUNSELORS
There are three full time school counselors in the primary division. They serve as
support personnel to students, parents, and professional staff. Counselors coordinate
referrals and act as case managers for students who may need special services support.
Other responsibilities include maintaining student files, orienting new students, counseling
students both individually or in small groups, conducting classroom guidance lessons,
facilitating parent workshops and consulting with community referral sources on behalf
of students and families.
SCHOOL PSYCHOLOGIST
A full-time psychologist is a part of the preschool through fifth grade special
services team. Services include but aren't limited to individualized psycho-educational
assessments and academic/behavioral screenings requested by student review teams or
administrators, providing inservice programs for parents/staff, crisis management as part
of a school-wide team, and consultation to staff and parents.
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ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
English for Speakers of Other Languages (ESOL) is a Reading Language Arts (RLA)
program for students in 1st and 2nd grade. ESOL teachers place a premium on
supporting bi-lingual and multi-lingual students’ growing abilities to read, write, speak and
listen in English.
Students attend ESOL classes during the same period as the homebase RLA classes.
The grade level curriculum is followed. However, the difference is that individualized
modifications are made in a small group setting, to support each students’ needs, and targets specific language skills that are needed.
Kindergarten students are immersed in English within their homebase class program.
This facilitates the development of English skills through a natural acquisition process.
During the 4th quarter, kindergarten teachers may refer a child to the ESOL Department
for screening for possible English Language support in Grade 1.
Students enrolled in the ESOL program pay an additional fee for this service.
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STUDENT AT-RISK INTERVENTION PLAN
The Singapore American School Elementary Division Student At-Risk Intervention
Plan provides guidelines for identifying those students who most need help to function
successfully in school. It is used in conjunction with the Special Services Meeting (SSM)
process to develop a plan designed to remove the student from the At-Risk category.
There are three categories of functioning addressed by the At-Risk Plan: Academic
Progress, Behavior, and Social/Emotional Development. It is possible that a
student can be considered At-Risk in more than one category. The use of the
designated Levels (1 or 2) is a feature of the plan aimed at signaling all involved in
supporting a student as to the seriousness of the student’s difficulties. The chart
below reflects that a period of time (as determined case by case via the SSM process) on
Level Two with no significant improvement in a student’s functioning or performance will
ultimately lead to that student being exited from the Singapore American School (SAS).
The Special Services Meeting (SSM) is comprised of those people involved with the
student.
The SSM is convened to determine if placement on the At-Risk
Plan is warranted, to develop strategies for intervention, to monitor progress,
and to determine movement from one level to the next or exit from the plan.
The purpose of the SAS Student At-Risk Intervention Plan is to help the student function
to the best of his/her ability during their time at SAS. For this reason, an incoming student
new to SAS may be placed on the At-Risk Plan as a condition of admission if past school
history and/or on-site assessment warrants this action.
Level One
Level Two
Academic
Insufficient progress noted by SSM
through one or more of the following
criteria:
1. Classroom performance/ assessment
2.. Resource and/or other support
services
3. Student Records
4. Assessment results at time of
admission
Insufficient progress is evident even after
maximum service has been provided by
resource program and/or other support
services, despite significant parent/family
support and it is apparent SAS may be
unable to meet the individual needs of the
student.
Behavior
Despite utilization of an action plan
to address the student’s behavior and
significant parent/family support the
events that compromise the Educational
environment continue.
Behavior/ events that compromise the
educational environment.
Social/Emotional
Even with outside professional assistance
and/or significant parent/family support no
improvement is noted after a reasonable
period of time as determined case by case
via the SSM process.
Situations which cannot be successfully
addressed except through outside
professional assistance and/or significant
parent/family support and cooperation
with the school.
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SPECIALS
P.E./Art/Music/Swimming
Students in grades K-2 receive instruction in Physical Education, Music, Art and
Computer. A portion of your child’s Physical Education program is swimming.
The Art, Music and PE programs run on a three-day rotational calendar. All students
will receive a "specials" calendar for the entire 2011-2012 school year, which will help to
remind them of what special they will be participating in on each specific day. We ask your
assistance in helping your child monitor their calendar daily.
PE: The Physical Education program is designed around the philosophy of lifetime
activity. Its developmental units are: aquatics, cooperative games, ball skills, kicking skills,
wall climbing, dance and rhythms, striking skills, gymnastics, fitness games and
manipulative skills. All Physical Education activities are based upon securing the SAS Core
Values. In Kindergarten, the skills associated with each curricular component are presented
at the introductory level. In first grade, they continue to develop fundamental skills. By
second grade, students focus on application of fundamental skills in small groups and
game/sport related activities.
Aquatics: The goals of the Primary School Aquatics Program are to enable students to
develop water safety, water confidence, basic stroke technique and an enjoyment of aquatic
games and activities.
Health: The Health Curriculum at SAS recognizes health education as fundamental to
supporting lifelong wellness.
The Primary Health program addresses topics in physical, social and mental health relevant
to the primary years. Developmentally appropriate learning experiences establish skills
and understandings that help students make informed choices and responsible decisions
essential to a safe, healthy and balanced lifestyle.
The Health Curriculum is integrated into various subject areas and contexts with
classroom teachers, PE teachers, counselors, nurses and other key people within the school
community contributing to the delivery of the program.
Art: Students receive instruction in art once every 3 days. They experience a
variety of media including ceramics, drawing, painting, printmaking, sculpture and textiles.
Students will be exposed to art of other cultures, the works of famous artists, as well as basic
elements and principals of art and design.
Music: Students in primary music classes engage in a wide range of activities such as
singing, dancing, music technology, listening to music from all genres, creating music and
playing instruments. Students gain a dynamic exposure to music from other cultures and
are assessed on their ability to sing on pitch and perform simple rhythms.
31
32
World Language Program
Chinese
The Mandarin-Chinese language program is provided daily to Primary (kindergarten, grade 1 & grade
2) students. The program is theme-based, covering a range of themes and topics closely related to
students’ daily life.
Classes for kindergarten students are assigned into two bands called Kindergarten and Chinese Near
Native. First grade students are assigned into two bands called Chinese 1 and Chinese Near Native.
Second grade students are assigned into three bands called Chinese 1, Chinese 2 and Chinese Near
Native. Language will be taught through similar themes and topics however the degree of difficulty
will vary for each band especially for students in the Near Native band.
The main curricular goals of the Chinese primary program for all levels are as follows:
•
To introduce and provide a foundation in Chinese language presented in a theme-based
approach.
•
To integrate cultural aspects of countries where Chinese is spoken into the language program
with a special emphasis upon Singapore.
•
To build a foundation for the development of Chinese language proficiency with an emphasis
on oral interpersonal communication skills.
•
To introduce and/or reinforce the system of Chinese pronunciation and basic forms of writing
(Bihua) and simple Chinese words (Hanzi) with a particular emphasis on foundational reading/
writing skills for students in the Near-Native track.
•
To enrich students’ cognitive, cultural, educational and social development through the learning
of another language.
Kindergarten Chinese, Chinese 1
Language is presented through stories, songs, language games and activities. Students will begin to
comprehend, imitate and use memorized words and phrases in a structured and supported learning
environment. The focus will be to develop students’ listening and speaking skills at a beginning level.
Chinese 2
This band is designed for students who are learning Chinese as a foreign language and who have
consistently met or exceeded the expectations of Chinese 1 curriculum and language proficiency. Our
main focus is developing students’ oral interpersonal communication skills.
Chinese Near Native (Kindergarten – Second Grade)
This band is designed for students with one or more of the following characteristics:
1.
Native – students for whom Chinese is a first language or for whom it is one of their first languages, and
in which they received formal Chinese language education in reading, writing, speaking, and listening.
2.
Heritage -- students who have grown up or lived extensively in Chinese culture, and who have had
exposure to the language through non-formal education means. These students generally lack one or
more abilities in reading, writing, speaking, and listening; in many cases students lack ability in writing.
3.
Non-native, non-heritage -- students who have learned Chinese extensively in school and
outside of school, through experiences of interacting with native-speakers and/or through
intensive tutoring.
33
World Language Program - Spanish
The K-5 Spanish program is a sequential program that leads students to develop
measurable proficiency in the language, focusing primarily on listening and speaking skills
but with some attention to developing initial literacy in the language.
Students experience 40-minute classes daily in dedicated classrooms taught by highly
competent, well-trained teachers of Spanish who have significant experience teaching
elementary-age learners.
Instruction is guided by Standards for Foreign Language Learning in the 21st Century, a
set of guiding principles used broadly among foreign language programs throughout the
United States and by American schools abroad.
We currently have two levels of instruction. Students are appropriately placed into those
levels based on their demonstrated proficiency.
34
Kindergarten Perceptual Motor Program
The innate desire for kindergarteners to move and to be using competent skills to
explore the physical world around them is a very important communication tool. The
Kindergarten perceptual motor program offers developmental and appropriate
movement activities that promote efficient and competency in movement skills, learning in all
domains (cognitive, social, and language) and at the same time, stimulating and developing the
sensory system. Curricular components include gross and fine motor skills, exploratory and
creative play and the acquisition of fundamental locomotor and non-locomotor skills. Such
expressive movement activities aim at helping students develop spatial and kinesthetic awareness,
acquire perceptual and visual discrimination and correspondingly, increase muscular
endurance and strength. Efficient movement and body management skills will go a long
way in developing coordination and psychomotor competence and lay the foundation of
sports and recreational skills. Such success will build confidence and self-esteem in students
and cognitive activities in the classroom will be greatly enhanced.
An instructional assistant provides additional support in the class. For ease of movement,
students should wear clothes that will allow them to move without hindrance. Parents
are advised to inform the teacher should their child be excused from participating in any
physical activity in the perceptual motor class.
35
Technology:
Students at SAS use technology tools to deepen their understanding with exciting, meaningful and challenging experiences that prepare them to effectively address educational and
real world needs and issues.
At SAS, technology education is integrated into the classroom as a tool for learning and
problem solving, exploration, investigation and development. Technology integration is
guided by the international society for Technology in Education (ISTE) Standards. The
main tool is in the iPad.
36
Singapore American School Policy #247
Revised May 2010
SINGAPORE AMERICAN SCHOOL
TECHNOLOGY ACCEPTABLE USE POLICY
The Singapore American School actively promotes the appropriate use of technology. All use of
technology must be in support of and consistent with the Strategic Focus of the Singapore American
School, must have proper authorization, and adhere to the school’s acceptable use policy to ensure
that all users can maximize the benefits.
Respect and Maintain The School’s and Your Property and Data:
•
It is the user’s responsibility to exercise reasonable judgment to ensure that no equipment
or software is destroyed, modified, or abused in any way.
•
Student-owned technology used at school is expected to be in good working condition
with only properly licensed software installed, with sufficient power (ie. battery life) to
operate when required in classrooms.
•
Users must ensure that all food and drink are kept away from all equipment.
•
Regular maintenance and servicing of student-owned technology is the responsibility of
the user.
Maintain Integrity and Lawfulness:
•
Users are responsible for adhering to the laws for copyrighted materials under Singapore
and international guidelines.
•
All software installed on school-owned technology must be owned by SAS with sufficient
licensing agreements.
•
All software installed on student-owned technology is expected to adhere to Singaporean
copyright laws (ex. no pirated software).
Respect Privacy and Others’ Property:
•
Each user shall respect others’ work, files, passwords and property (hardware and
software).
•
Every user is responsible for keeping their passwords strong, private and secure. Users are
encouraged to change passwords on a regular basis.
•
Users shall not seek information on, obtain copies of, or modify files, data, or passwords
belonging to others.
•
Users shall not misrepresent themselves, others or the School in communications and/or
online posts.
•
Derogatory, obscene, or otherwise inappropriate communications and posts are
prohibited.
Appropriate Use of the Networked Resources:
•
It is the user’s responsibility to keep all inappropriate materials and files, virus-infected
media, or other software dangerous to the integrity of the system away from the school’s
technology.
•
The school expects that students will not access inappropriate materials. Inappropriate
use, materials and/or access include, but are not limited to, plagiarism, pornography, hate
mail, chain letters, unauthorized access (hacking), and email messages that initiate false
alarms, etc.
•
Users should be responsible and not degrade the performance of the network. Streamed
media that are not used for school-related work and communications are discouraged
during the school day because of the impact on the School’s limited bandwidth. In some
cases, downloading files from the Internet may be restricted.
Internet Resources:
There are many great resources on the web. The internet is now an integral part of learning. Teachers
often leverage various non-SAS websites to allow students to create and share multimedia projects,
research, collaborate with peers and view rich content. Not all of these sites are specifically designed
for education and may have ads or links to material that may not be related to our educational goals.
SAS works to educate students to be good digital citizens and to make responsible choices. Parental
support and guidance may sometimes be required when students are working online at home.
Monitored Use:
Please understand that communication systems and usage of the School’s networks should not be
considered confidential and may be monitored at any time to ensure reliability, integrity, security and
appropriate use.
Consequences:
The consequences for failure to adhere to this Acceptable Use Policy may result in restricted or
complete loss of access to technology, the School’s networks, or other disciplinary measures deemed
appropriate by the school administration.
37
STUDENT DRESS AND GROOMING REGULATIONS
SAS students are expected to dress in a manner that shows respect for all members of our
international community, is safe, and reflects an attitude of professionalism and success.
SAS Uniform
School uniforms that are clean, neat, modest and appropriate for various activities are
the norm at SAS. Basically, the school uniform consists of a white polo shirt with the
school logo and navy blue bottoms. The uniform bottoms are dark blue cotton and may be
trousers, shorts, skirts or skorts. Shorts and skirts must be fingertip/mid-thigh length. Our
youngest students in the primary division may also choose a sleeveless navy blue shift or
a navy blue jumper with a white blouse trimmed in navy blue. Beginning in Kindergarten,
all SAS students participating in PE classes wear separate uniforms for these activities. The
PE uniform consists of navy blue PE shorts and a white PE shirt with the school logo on
the back.
School uniforms are for sale throughout the year from the on campus PTA Sales office as are
the blue PE shorts and white PE shirt with the logo on the back. (PTA Sales carries sizes for
children in the primary, intermediate and middle school divisions while Booster Club
serves the high school students.)
The SAS uniforms are also available for purchase at Lim Meng Keng Department Store #
02-18, Holland Village Shopping Center. All pieces of the uniform will have a small label
with the SAS logo so they can be easily identified in the shop.
SAS also has a Preferred School account with Lands’ End and you can order the
pre-approved SAS uniform bottoms with the required addition of our logo. When
ordering on-line, you will be selecting from the entire range of Lands’ End school uniform
products. Refer to the SAS Approved Uniforms PDF to avoid ordering an item that your child
cannot wear. In addition, you must enter our preferred school number 900054461. Entering
this will allow you to choose our SAS logo application for an additional US$5.50 per item.
This is required. Choose only Classic Navy, apply the SAS logo and note the SAS school code.
Please see the Lands’ End ordering information provided at http://www.sas.edu.sg/
admissions/pdf/pdf_1_Admissions_UniformGuideline.pdf for step by step instructions
on how to place an order.
38
Hair
•
•
•
Shoes
•
•
Boys’ hair must be cut so that it does not fall below the bottom of the collar or
touch their eyebrows.
No hair tails (pony tails etc.) are allowed for boys.
Hairstyles or colors that create a distraction are not allowed.
The
Administration reserves the right to determine if the haircut or color is
distractive.
Shoes should fit well, be comfortable and safe. Tennis/ running shoes, dress
shoes, tie or Velcro sport shoes are acceptable
Backless shoes, single plug thongs (flip flops), sport sandals (defined as footwear
that has a Velcro flap on top and may display a sports logo of some description)
crocs, plastic soled shoes, slippers or fabric costume shoes are not permitted.
Accessories
•
Sunglasses or dark, tinted glasses can be worn outdoors only, unless under a
doctor’s orders.
•
Hats may be worn for recess, field trips and outdoor activities. They are not to be
worn in the building
•
Bracelets or neck chains should not be noisy or distracting.
•
Girls earrings should not be distracting or present a safety hazard (hoops or
dangling earrings are not allowed)
•
Earrings are not permitted for boys.
Alternate Dress Day
The second and fourth Wednesdays of each month are “alternate dress” days. Please check
the school calendar for specific days. Students do not have to wear the school uniform but
the general rules and guidelines as outlined above in the Student Dress and Grooming Regulations shall apply. In addition, the following expectations apply on Alternate Dress Days:
•
Sweat pants or warm-up pants are allowed.
•
Jeans can be worn but must be clean and in good condition (i.e., not torn, frayed
or have holes in them)
•
Clothing which depicts drugs, alcohol, profanity, or sexual innuendo is not
allowed.
•
Spaghetti straps, tube tops, or midriff tops are not allowed.
Note: The Principal has the right to be the final arbitrator in all cases.
39
PE uniforms for boys and girls
•
The physical education uniform is an SAS Logo T-shirt, navy blue SAS logo
PE shorts, gym shoes and socks.
•
•
•
First name clearly written above SAS logo on the T-shirt
The Uniforms can be purchased at the SAS PTA store
Shorts should not cover the knee
•
Kindergarten, 1st and 2nd grade students must wear their PE uniform on
swimming days. The regular school uniform should be worn on all other days.
•
Pre-school and Pre-Kindergarten students may wear PE uniforms on any
school day.
•
Kindergarten, 1st and 2nd grade students are required to wear Physical
Education appropriate clothing, including proper footwear, on alternate dress
days.
Swimming Boys
Swimming Girls
•
•
•
•
•
Swim shorts above the knee
Speedo racing suit is accepted
Any color swimsuit is accepted
Swim goggles are highly
recommended
•
•
•
40
One piece swimsuit or a two
piece that covers the entire
midriff
Speedo racing suit is accepted
Any color swimsuit is accepted
Swim goggles are highly
recommended
E
SAS
S
A
Elementary After School Activities (EASA)
EASA Office:
Phone: 6360-62832 Fax: 6363-6441
Elementary students at SAS can choose from a wide range of organized after school
activities. EASA classes have been designed to enhance and extend the student’s learning
experience in Music, Performing Arts, Arts & Crafts, Computers & Technology, Mind
Stretch, Recreation and Modern Languages
The programs run for 3 different terms during the school year and activities vary from
term to term – all classes are held during weekdays from 3:15 pm to 4:15 pm.
Classes are taught by dedicated and professional teachers – many of whom are part of the
SAS faculty. The program is self-funding and fees are used for supplies, administrative
costs and teacher stipends.
On-line registration is held at the beginning of each term and registration is first-come
first-served. Registration dates and program information is available on the EASA website
- www.sas.edu.sg/easa. Parents receive an email reminder prior o each registration period.
Example of classes are :
Music
Piano
Guitar
High Strings
Art & Craft
Great Masters
Kindy Art
Origami
Performing Arts
Dance Classes (Ballet, Jazz, Hip Kids Hop)
Acting Classes
Computers & Technology
Robotics
Junior Engineers
Junior Robotics
Minecraft
Brainteasers
Mind Stretch
Science Classes
Cooking Fun
Junior Journalists
Junior Scientists
After School Language
Mandarin
Recreation
Dodgeball
Badminton
Games
Climbing Wall
Karate
Taekwondo
Yoga
Swim Lessons
Soccer
Touch Rugby
Rugby
41
COMMUNITY ORGANIZATIONS
We are providing some of the various organizational contacts for your information.
Girl Scouts
USA Girl Scouts Overseas is a wonderful program available around the world. We offer
American Girl Scouts to any girl, ages 5 to18, (inclusive of all nationalities) enrolled in an
American or International School. Girl Scouts is a contemporary program focused on service
learning, making friends, leadership, cultural competencies and more.
Daisy Girl Scouts are in Kindergarten or grade 1; Brownie Girl Scouts are in grades 2 - 3;
Junior Girl Scouts are in grades 4 - 5; Cadette Girl Scouts are in grades 6 - 8; Senior Girl Scouts
are in grades 9 - 10; and Ambassadors are in grades 11 - 12.
Overseas Committee Chair :
Tara Moore
singaporeocc@yahoo.com
General enquiries :
Registrar
gsoregistrarsingapore@gmail.com
Cub Scouts
The Cub Scouts is for boys who are in Grades 1 to 5 and enjoy scouting activities. About 7
boys will form a den group.
Cub Master
David Mashaal
cubmaster@scouts3017.com
HM: 6732 3923
HP : 9739 4094
Registrar:
Angie Zufelt
registrar@scouts3017.com;
azufelt@gmail.com
HP: 9116 8491
Singapore American Community Action Council (SACAC)
SACAC was established in 1973 as a non-profit organization dedicated to serve the local and
expatriate community in the areas of counselling, community programs and sports programs.
SACAC Sports provides a wide range of programs for kids aged 3 to adults. Our sports programs
for children are designed to meet the child at their skill level with the experience of learning
about sportsmanship, teamwork, and commitment. Our sports office is located in the high school
at SAS. For more information about our sports programs and to register for our programs please
visit our sports website at www.sacac.com.
SACAC Counselling provides family and individual counselling services, workshops,
educational testing, adoption studies, and support groups. Our counselling office is located at
the American club. For more information of our counselling services please visit our counselling
website at www.sacac.sg.
42
PARENT TEACHER ASSOCIATION
Our PTA actively supports school programs. We encourage your involvement with their many
events. Contact the chairpersons for further details.
PTA Sales hours : Monday-Friday - 9am-2:30pm.
PTA BOARD LIST 2013-2014
JOB
BOARD MEMBER
President
Becky Moseley
Vice President
Shelby Pazos
Secretary
Monique Hirsch
Treasurer
Jen Loi
Parliamentarian
Arathi Nilakantan
Assistant Treasurer
Luiza Kubota
Assistant Treasurer
Geetha Balachandran
High School Rep.
Heather Hoffmann
High School Rep.
Carrie Gammons
Middle School Rep.
Gayle Hall
Intermediate School Rep. Melissa Spiotta
Primary School Rep.
Carolyn Edds
Primary School Rep.
Patricia Sadayasu
Early Childhood Ctr. Rep. vacant
PTA Sales
Sachiko Sakai
PTA Sales
Diana Martinez Cutter
PTA Sales
vacant
Hospitality & Welcoming Jodi Jonis
Calendar
Niki Cholet
Scholastic Books
Lisa Rassi
Scholastic Books
Lauren Krepsik
Food Fest
Jodie Stone
Sponsorship
vacant
Book Fair
vacant
County Fair
vacant
White Elephant Sale
Karn Wong
Celebration Books
Kim Rowe
Publicity
Carla Portelli
School Board Rep
Anita Tan Langois
Booster Club Rep
Lan Fisher
Booster Club Rep
SAS Community Library Maureen Murray
HOME
6728-1240
6401-5305
6699-0826
6469-7283
6835-9268
6763-9586
6685-3832
6674-0537
6893-5040
---6639-0196
6735-0049
6696-9219
MOBILE
9456-0930
8118-7912
9017-5999
8332-8901
9825-5430
9046-7190
8228-5217
9236-4160
9727-5624
8183-1201
9177-0664
8118-7475
9297-2116
E-MAIL
rdmoseley75@gmail.com
shelbypazos@yahoo.com
moniquehirsch@mac.com
jennifermooreloi@yahoo.com
arathi.neel@gmail.com
luizaeiko@aol.com
geetha_balachandran@hotmail.com
hbhoffmann@mac.com
gammonsc@gmail.com
ghall8@sc.rr.com
melissaspiotta@hotmail.com
theedds@mac.com
Pcs2888@yahoo.com
6836-3191 9826-2203 sachk@singnet.com.sg
6650-7365 9106-3225 diana@cutter.net
---6646-6540
6648-7317
-------
9093-9055
9009-5039
8163-4295
9616-4326
8218-4286
jjonis@yahoo.com
ncholet@gmail.com
ajrassi@gmail.com
lkrepsik@gmail.com
stone.jodie@ymail.com
6498-7715
6523-2174
6406-0642
6468-6089
6736-2921
9643-7280
8268-1276
9061-1957
9237-7544
9734-1295
kwong95@aol.com
rowest3@gmail.com
carlaportelli@yahoo.com
maxis@singnet.com.sg
lan@lanfisher.com
----
43
8298-5900 maureenmurray@mac.com
CAFETERIA SERVICE
Students in grades K-2 enjoy snack breaks and lunch periods daily. The students in Kindergarten through grade two may purchase a well-balanced set lunch, or they may bring their
food and drinks from home. A daily break also allows the children to have a school snack
or one brought from home. The “SAS card” is used for the purchase of lunch and snacks.
All parents will receive information about this in August 2013. Students will receive more
information regarding snack and lunch at their orientation session.
The menu for the school lunches will be published each month in News Flash our school
wide newsletters. The school menu is also posted on-line on the internet at eaglelink.
sas.edu.sg Students may choose the regular set lunch or opt for an alternative sandwich
selection.
44
General Information
yeap transport pte ltd
we carry the future
SINGAPORE AMERICAN SCHOOL BUS SERVICE CHARGES
1)
Distance from School (In K/m)
From
0
to
2.1
to
4.1
to
6.1
to
8.1
to
10.1
to
12.1
to
14.1
to
16.1
to
18.1
to
Above 20.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
Per Semester Charges*
S$642.00
S$692.00
S$732.00
S$772.00
S$812.00
S$852.00
S$902.00
S$972.00
S$1,052.00
S$1,152.00
Negotiable **
All charges shown above are in Singapore dollars. Distances are calculated
based on a straight-line radii from the school.
2)
Optional After-School Activity Bus Fare@
For students using the regular bus to and from school -S$100.00 per semester
For students using the regular bus from school only - S$100.00 per semester
For students using the regular bus to school only
- S$200.00 per semester
For students who do not use the regular bus
- S$320.00 per semester
* Please note that the Bus Fares quoted above are subject to prevailing GST rates.
3)
A student may ride one-way. For one-way trip, the bus charges will be 70% of
the full fare to the nearest dollar.
4)
PAYMENT - This is in the form of two (2) payments each school year. All
invoices and receipts will be issued through the Transport Office. Payments
must be made within ten days of date of invoice and must be made by crossed
cheque only.
5)
TERMINATION - If a parent wishes to terminate the use of the bus service,
written notification must be given to the Transport Office at least two weeks
prior to the termination date.
6)
Parents should deal only with the Transport Office (Tel: 6360-6770,
Fax: 6363-8501 or Email: SAS@yeaptpt.com and not directly with the bus
driver or attendant. The Bus Contractor may be contacted in the evening or
during the holidays at 9296-6189 or 6481-1393.
7)
We require 2 weeks advance notice for all new application, change of address and
re-registration. Late submission may result in students not being to get on the
bus on the desired date. An administration charge of $80.00 is applicable for
re-registration during the same school year.
**
Additional surcharge applies to make it financially viable to offer school bus services.@ No
pro-rata rates for After-School Activity Bus
45
SINGAPORE AMERICAN SCHOOL -- BUS RULES
1.
Students will wear seat-belts at all times, except when getting on or off the bus.
2.
Students are expected to speak in a quite tone of voice, and use acceptable language.
3.
No eating or drinking is allowed on the bus.
4.
Students are expected to act in a safe manner by keeping their hands and feet to themselves.
5.
Students are expected to be courteous and respectful towards the bus driver, attendant and fellow
students. RUDENESS TO DRIVERS AND ATTENDANTS WILL NOT BE ALLOWED. The
driver will report all matters of misbehavior to the Transport Coordinators, who will take action
accordingly. This will involve the transport coordinators telephoning the parents of the child con
cerned. A second complaint may lead to suspension of bus riding privileges.
6.
Only students of the school can be carried by prior arrangement. Kindergarten, Pre-Kindergarten
and Pre-school students must carry their Identity cards at all times.
7.
Dangerous and sharp objects such as pocket knives cannot be carried on the bus. Pencils, pens,
toys, etc. should be kept inside school bags.
8.
Students shall carry their SASCards or Bus Cards at all times and shall scan their SASCards or
Bus Cards when boarding or alighting from the regular school bus and After-School Activity bus.
Parents may be asked to make alternative arrangements after a student had failed to produce the
SASCard or Bus Card 3 times within a semester.
9.
Seats cannot be saved for friends travelling on the bus.
10.
The changing of clothes on the bus is forbidden. No pets are allowed at all times.
11.
Parents of pre-school/pre-kindergarten and kindergarten students are requested to ensure someone
meets the bus on arrival home from school. Students not met will be taken to the Transport Office
at School to await collection.
12.
Parents should deal only with the Transport Office (7:00a.m. to 5:00p.m. Tel: 6360-6770 / Fax:
6363-8501 / Email: SAS@yeaptpt.com) or the school administration and not directly with the driver
or attendant. The Bus Contractor may be contacted in the evening or during school holiday at
9296-6189 or 6481-1393.
13.
Students will be dropped off ONLY at the School, their own home or the designated after-school
activity bus drop-off point. NO PROVISION CAN BE MADE FOR STUDENTS TAKING
THEIR FRIENDS HOME WHO NORMALLY TRAVELS ON ANOTHER BUS OR BY CAR.
14.
If your child will not be using the bus at any time for whatever reason the Bus Driver and the Trans
port Office must be advised. Failure to notify that a child has permission to stay after school may
result in the child being put on the bus and taken home as usual. If the child is sick, please also
advise the Bus Driver and the Transport Office to avoid the bus waiting for pick-up and being
delayed unnecessarily.
46
15.
The school bus will depart 1 minute after the scheduled time. If drivers are continuously kept
waiting by certain children, then a report will be made to the Transport Coordinators. If the
situation continues, parents may be asked by the Transport Coordinators to make alternative
arrangements.
16.
If buses fail to turn up within 15 minutes of scheduled pick-up time, other than due to heavy rain
or flooding, parents may claim taxi fare from the transportation office by submitting a written
claim.
17.
PAYMENT - This is in the form of two equal semester payments each school year. Payments
must be made PROMPTLY on receipt of an invoice and must be made by crossed cheque only in
the name of YEAP TRANSPORT PTE LTD.
18.
Payment of bus fees must be made within 2 weeks of receipt of invoice. Failure to do so may
result in loss of seat on bus.
19.
TERMINATION- If a parent wishes to terminate use of the bus, written notification must be
given to the Transport Coordinators at least two weeks prior to the termination date. No refund
will be made for students whom are suspended by the School.
20.
Students who wish to use one way transportation will be accommodated only if there is room.
Preference will be given to children using the bus both ways.
21.
A child's place on the relevant bus will be allocated only if the required form and waiver have been
completed, signed and returned to the Transport Office.
22.
Students may occasionally be moved from one bus to another to accommodate changes in pick-up
areas. Timings are subject to changes during the school year.
23.
Students residing on roads with dead-end or narrow lanes must walk to the pick-up points
designated by the Transport Coordinators. Students residing in condominiums/houses will wait for
their buses outside the security guardhouse/main gate. Students may be required to board the
school bus from across the road where the route requires the bus to travel via the opposite
direction.
24.
Please note that parents are NOT permitted to ride on the school buses.
25.
A female bus attendant will travel with each bus.
26.
APPLICATION – We require 2 weeks advance notice for all new application, change of address
and re-registration. Late submission may result in students not being to get on the bus on the
desired date.
47
E
C
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2 01 3 - 2 0 1 4
TABLE OF CONTENTS
Pages
Welcome
Philosophy Statement
ECC Faculty Assignment
Orientations for Pre-School & Pre-Kindergarten
Transportation
Uniforms
Snack
Lunch for Pre-K
Your Child’s Day in ECC
World Language Program
Perceptual Motor Program for Pre-School & Pre-K
Library
Discipline in Preschool and Pre-Kindergarten
Ways We Communicate
Parents’ Night
Conferences
Communication Notebook
Newsletter or Blog
Photo Galleries
Birthday
Medical
Medical Emergencies
Parent Involvement
SAS Focus on Learning
1
2
3
4
5
6
7
7
9-11
12
13
14
15
16
16
16
16
16
16
16
17
17
18
19
WELCOME
Welcome! These are exciting times! Going to school is both exciting and
a wee bit frightening! For many of your children, especially preschoolers,
this is their first experience in a group setting away from home. Our aim is
to make this transition as smooth as possible. This handbook will provide
you with some information and answer questions that you may have about
our Pre-School and Pre-Kindergarten Programs.
1
PHILOSOPHY STATEMENT
The Early Childhood Program at the Singapore American School is
committed to the whole child by providing learning activities that are
developmentally appropriate in a stimulating, challenging, and creative
environment.
The program seeks to foster each child’s intellectual, physical, emotional,
social, cultural and aesthetic growth. Our basic philosophy is that children
learn best by doing. Their discovery is concrete and is based on experiment
and discovery with hands-on materials. Their work is their play.
As well as experiential, the Early Childhood Program is child centered
and flexible. The curriculum is integrated and introduces meaningful
projects which spark children’s natural curiosities, interests, and enthusiasm.
The program is developmental. We believe each child develops through
his/her individual pattern of growth, personality, and learning style. We
maintain that education for young learners develops in ever widening
concentric circles. Skills are sequentially built from Pre-School through
Pre-Kindergarten. Each year the students build upon what they have
learned the year before, beginning with exposure in Pre-School, to
expansion and extension in Pre-Kindergarten.
In our Early Childhood Program, each child is appreciated and accepted at
the level of his or her own maturity and ability. The children are given the
opportunity to learn, grow, and develop in a climate of genuine affection
and warmth, in their own time and in their own unique way.
2
ECC FACULTY ASSIGNMENTS
FOR 2013-2014
Teacher
Assignment(s)
Room
Geri Johnson
Deputy Principal
E100C
Rosita Abrew
Secretary
E100
Laura Jo Evans
Preschool
E113
Mary Bachman
Nancy Devine
Kiran Randhawa
Heidi L’Heureux
David Taylor
Lynsey Howitt
Peggy Moineau
Lynsey Howitt
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
Pre-Kindergarten
E101
E102
E103
E104
E105
E113
E114
E115
Geoffrey Rodocker
LMC/Perceptual Motor
E107
Emma Ma ZhengRong
Chinese
E110
Karen Wong-Chin
Speech
E111
3
Orientations for Preschool and Pre-Kindergarten
Before the first day of instruction on August 14, the Pre-School and
Pre-Kindergarten teachers conduct orientations for ECC students and
their parents. This will allow your child and you to meet the teachers,
become familiar with the classroom, the program and the Early Childhood
Center. Your child may even meet a few classmates, as teachers conduct
small group orientations. Teachers will share necessary information before
the first day (buses, uniforms, snack or lunch, class schedule) and answer
your questions. We request that only the parents and the ECC student
attend this meeting. Please, no siblings, so we can give full attention
to your ECC child.
Teachers will contact parents the week of August 5 to arrange an
orientation time either for August 12th or 13th, 2013
First Days of School for Preschool and Pre-Kindergarten
Preschool: August 14 (Wed) & August 15 (Thur)
Parents of Pre-School students are invited to attend the first day of
Pre-School with their child. Half of the Preschool class will begin on
August 14th and the other half will begin on August 15th . At the group
orientation, parents will be informed which day they will attend. All
Pre-School students will have school on August 16 (Fri).
The morning Preschool session is from 8:00 to 11:00am, Tuesday through
Friday. The afternoon Preschool session is from 12:00 to 3:00pm, Monday
through Thursday.
Pre-Kindergarten: August 14 (Wed)
August 14 will be the first day of instruction for Pre-Kindergarten classes.
The Pre-Kindergarten day is from 8:00am to 1:30pm.
4
Transportation
If you require bus service, please obtain and complete a bus form from the
SAS Bus Office. The bus driver will call you to tell you when and where
he will pick up your child. Please read over the bus safety rules that are
attached to the form and encourage your children to follow these guidelines.
Please note that all children are required to wear a seat belt. Accompany
your children to the bus and help them recognize their bus and bus driver.
Each child will be given a name tag to wear which includes their name, bus
number, grade level, teacher and home phone. Please make sure your child
wears this bus tag every day.
Children will be dropped off ONLY at the school or their own
home. Children are not allowed to go home on another child’s bus.
No provision can be made for children to take their friends home
who normally walk or travel by bus or car. Parents of Preschool and
Pre-Kindergarten children are expected to meet the bus on arrival
from school. Children who do not have someone meet them at the
bus stop will return to school on the bus and the Bus Office personnel
will supervise that child until parents can be contacted.
During the year there may be occasions when your child will not ride the
bus home. Please contact the ECC office. Failure to notify the office may
result in the child being sent home on the bus. If a child is sick, you are
also advised to notify the bus driver and Transport Office to avoid the bus
waiting to pick up your child.
THERE IS A $5.00 FEE FOR A LOST OR DAMAGED BUS TAG.
5
Uniforms
SAS students are required to wear a SAS uniform consisting of the SAS
white polo shirt and navy blue shorts, pants, skirt, culottes or skort bearing
the SAS Logo. Pre-school and pre-kindergarten children may also wear the
PE uniform during the school day, which consists of an SAS t-shirt and
navy blue gym shorts. We highly recommend the P.E. shorts as they are
easy to pull up and down and allow greater independence.
FOR ACTIVE YOUNG CHILDREN, SENSIBLE FOOTWEAR IS
BEST. SANDALS OR SMOOTH SOLED SHOES ARE UNSAFE
FOR MANY ACTIVITIES, CROCS ARE NOT APPROPRIATE
FOR SCHOOL.
Please label all items of clothing! This includes underpants, shoes and
socks! Also, please send in an extra change of clothes in a zip lock bag to
be kept in your child’s locker.
6
SNACK
The Pre-School and Pre-Kindergarten children eat a snack at school.
Parents should send their child’s snack in a lunch box (clearly marked
with the child’s name). A healthy snack might consist of fruit, yoghurt,
crackers or sandwiches. Please provide a drink for your child. Fruit drinks
and juices are recommended. PLEASE DO NOT INCLUDE CANDY
OR SODAS IN YOUR CHILD’S SNACK.
Lunch for Pre-K
Pre-K students eat lunch in the High School cafeteria. They can either
buy or bring lunch from home. A more detailed explanation of the lunch
program will be provided during parent orientation.
7
8
Your Child’s Day in the ECC
Preschool Hours
The Pre-School school day is divided into two identical half day sessions
and operates on a four-day school week.
Session I
Session II
8:00a.m. – 11:00 a.m.
12:00p.m. – 3:00p.m.
Tuesday - Friday
Monday - Thursday
Pre-Kindergarten Hours
The Pre-Kindergarten school day is from 8:00 a.m. – 1:30 p.m, Monday Friday
Schedules will vary for each class depending on their time in the Perceptual
Motor, Library and Chinese class.
A typical day for your child includes the following components.
Arrival: Preschool and Pre-K students are met at the buses or cars by
teachers and instructional assistants and escorted to the building. They are
greeted warmly by their teacher in the classroom and encouraged to put
their belongings in their cubbies.
Circle Time: This is a time for whole class interaction and instruction.
Teachers and students gather in a large group to greet each other, talk about
the day’s schedule, review the calendar, and share personal news.
In language that young children will understand, the teachers present the
learning targets (specific skills or knowledge that we want the children
to acquire) which are organized by concepts and introduced through
thematic units. Authentic questions like “How does this food get into my
lunchbox?” will explore aspects of several themes such as plant life, animals,
healthy food choices and transportation.
Curricular topics are introduced through songs, books, questions,
demostrations, experiments and hands-on projects. Through a wide range
of multi-sensory activities, the ECC students grow cognitively, improve
their language, refine their social skills and develop a sense of community.
Center/Small Group Time:
Concepts are introduced through
intentionally planned thematic units that provide our youngest learners
with opportunities to expand their curiosity and knowledge by exploring,
experimenting, creating and/or playing with theme related concepts or
materials.
9
The children are given time each day to rotate through several centers that
build upon the curriculum themes and provide opportunities for problem
solving, decision making, creative expression and social interaction. They
are encouraged to explore all the centers. Some centers are guided by adults
while others are designed to be independent areas
Centers might include: Dramatic play areas, blocks, writing/drawing, math
manipulatives, art and crafts, easel painting, computers, sensory activities
and cooking.
Recess and Playground: Tricycles, climbing frames, slides, a tire swing
and running games help develop gross motor skills. Sand, water and
dramatic play enhance the students’ creativity and provide opportunities
for experimentation and constructing knowledge.
Preschool students generally begin their day on the playground and time
permitting they may have a short recess at the end of their day before
boarding the busses.
Pre-K students have two recess times, mid-morning and after lunch, that
include both indoor and outdoor play.
Specials (Perceptual Motor, Library and Chinese): Students attend
Chinese Language instruction daily, Perceptual Motor class four times per
week and library once a week.
Additional information is provided on pages 12, 13 and 14
Snack: Along with providing sustenance to growing bodies, snack time
provides an opportunity to increase social/language skills, to develop fine
motor control (opening containers) and to encourage independence. Each
child is responsible to clean up their snack area by packing their containers
and throwing away their trash.
The children are requested to bring healthy food items for their snack,
which might include cheese, crackers, sandwiches, yoghurt, and juice. We
request that candy and soda not be sent to school for snack.
Preschool and Pre-K snack times will be discussed in detail during the
August teacher-parent/child orientation meeting.
10
Pre-Kindergarten Lunch: Pre-K students eat their lunch in the high
school cafeteria, at tables reserved for the ECC. School lunch can be
purchased or parents may send a lunch from home. A weekly menu is
sent to the parents to select the menu items for the children. The lunch
program is described in detail during the August teacher-parent/child orientation meeting.
Toileting & Hand Washing: Toilets are in each classroom. Children are
assisted as needed. Hand washing is encouraged often throughout the day,
before & after snack, after toileting, after nose blowing, after messy play,
etc.
Clean Up: Each child is encouraged to clean up the areas where they were
playing. This is a time for sorting and categorizing, as well as developing
cooperation, responsibility and good work habits.
Closing Circle & Dismissal: A closing circle is formed to reflect on
the day, hear one more story, repeat a topic and/or sing a good-bye song.
Children are dismissed by bus groups, with an adult escorting each child
to their bus. Parents of “walkers” are requested to wait in the ECC office
area.
11
World Language Program
Pre-Kindergarten and preschool students will receive Chinese Language
instruction daily. Learning another language in the early childhood years
enriches a child’s cognitive, cultural, educational and social development. It
introduces children to the experience of communicating differently and
allows them to see that there is more than one way of looking at the world.
The program is theme based, incorporating the topics that are being taught
in their mainstream classes. Social greetings, family, animals, foods, colors,
number and action/direction words are presented to the children through
songs, stories and games. Portions of the Chinese classes will be integrated with the Perceptual Motor classes, so the children will learn action and
direction words as they participate in the “fun room” activities (i.e. crawl
under, jump over, walk around, toss the ball).
While it is not expected that the children will become fluent Chinese
speakers in Pre-School and Pre-K, they will become aware of the different
sounds and patterns of Chinese as well as develop a functional vocabulary.
12
Perceptual Motor Program for
Pre-school and Pre-K (AKA The Fun Room)
All conscious and controlled movement depends on one’s ability to
interpret sensory information. The manner in which children receive
and process information directly affects their overall school performance.
Perceptual Motor lessons help children acquire the physical skills and fitness
that are essential for the total development of the child. Goals are achieved
through the use of planned movement experiences that include balance,
body awareness and coordination activities while emphasizing spatial and
directional awareness. Imaginative play is encouraged through the use of
puppetry, story themes, games and role-playing.
All ECC students participate four times weekly in the perceptual motor
program, also called “the fun room.” Once a week, the perceptual motor
and Chinese classes integrate.
13
Library
The Early Childhood Library is an extension of the Primary Library
located in the main area of the Primary School. The purpose of the ECC
library is to provide a convenient location for fiction and nonfiction library
materials. Appropriate materials will be permanently housed in the ECC library
and some will be on a regular rotating loan from the Primary Library. For a
bigger selection, parents and students are always welcome to visit the
Primary Library where they also enjoy check out privileges. (Please note:
Parents may check out books from any library at SAS.)
All students in the ECC will participate in a library session each Wednesday
with the Early Childhood Librarian. Students will enjoy a story or activity
and browse for a book to check out for one week. Library books are due
each Monday. Students will receive a special library bag from their teacher.
This is to protect the book from wet drink bottles and help teachers keep
track of books checked out and returned.
Parents are encouraged to help their child remember to return their book to
avoid disappointment on library day.
ECC library hours are 8:00am to 9:30am (Monday, Tuesday, Thursday,
Friday) and 8:00am to 3:15pm (Wednesday).
14
Discipline in Preschool and Pre-Kindergarten
Discipline: By definition discipline means “to train by instruction and
practice” and that forms the guiding principle of how we discipline.
Recognizing the developmental level and needs of young children, it is the
policy of the school to use a variety of approaches to disciplining.
The need to discipline young children may arise from incidents such as:
immature behaviors (hitting, throwing sand, etc) or safety issues (running
towards the parking lot, jumping from play equipment). Teaching students
to listen and follow directions, to interact in a friendly and cooperative way,
and to be safe while working or playing is as important as all other aspects
of their school day.
Strategies that will be used in correcting a child’s behavior include:
1) Talking to the child
2) Modeling the desired behavior
3) Re-directing the child from a particular situation by changing his/her
immediate environment.
4) Using Picture Charts/Social Story Books depicting desired behaviors to
reinforce instruction.
5) Using Time-Away from the group (generally 3-5 minutes) to calm down
or regain self-control. This is always accompanied with the child being
encouraged to describe the inappropriate behavior, to recognize alternate
means of positive behaviors and to understand the fact that there are
consequences to inappropriate behavior.
At all times positive character traits are modeled, explained, and
encouraged. We teach and practice the SAS Core Values:
Respect, Responsibility, Honesty, Fairness and Compassion
15
WAYS WE COMMUNICATE
Parents’ Night
During the first few weeks of school, your child will be busy settling into
the school routine, making new friends and gaining confidence in his/her
new environment. After this initial settling in process you may have more
questions about your child’s day at school. A Parents’ Night is scheduled
early each school year to inform parents about the school program and to
invite parents to experience portions of the child’s day.
Conferences
Parent Conferences are scheduled in October and March to discuss your
child’s adjustment and participation in school. Please feel free to call us to
voice your ideas or concerns at any time. We are always available to talk
either before or after school.
Communication Notebook
Each child will have a small blue notebook for parents and teachers to jot
notes to each other that your child should bring to school each day. To
assist us, we ask that you open the blue book to your note and place it in
the clear plastic folder.
Newsletter or Blog
Teachers will communicate classroom and ECC activities either through a
weekly newsletter or a blog.
Photo Galleries
Teachers maintain pictures of classroom activities and events on the ECC
webpage Photo Galleries.
Birthdays
Birthdays are a special time and we will celebrate them at school. Please
discuss with your child’s teacher if you would like to send a special treat.
Appropriate birthday treats may include a cupcake, cookie or piece of cake.
Please do not send candy for birthday treats. It is the school policy that
party invitations will not be distributed in the classroom nor through
a child’s backpack, unless there are enough invitations for every child
in the class.
16
MEDICAL
Illness/Injury
The school provides adequate facilities and support to handle minor
accidents and emergency situations that occur on campus. A qualified nurse
is on duty when school is in session. If your child is absent, please call the
ECC Office to report the absence (Tel: 6360-6698) or fill out a “Student
Absence Form” on the ECC web page.
If medication must be administered during school hours, please make
arrangements with the school nurse.
In consideration of the other children, do not send your child to school
if he/she is sick. This includes the first few days of a cold. Your child
must be kept at home if any of the following symptoms are present:
a temperature (must have normal temperature for 24 hours after a fever)
diarrhea or vomiting, a rash, a greenish or yellowish nasal discharge, or discharging eyes or ears. Parents should exercise caution and keep their child
at home should other unusual symptoms occur.
If your child has been exposed to a contagious disease he/she should be
kept at home and the specifics of the disease should be reported to the
ECC Nurse or ECC Office – for example, strep throat, pin worms, viral
infections, conditions categorized as “highly contagious”.
The school nurse is to be contacted if your child has head lice, Hand, Foot
and Mouth Disease (HFMD), chicken pox, mumps, measles, shingles or any
serious change in your child’s health.
Contact : Lannette Abdelnoor, labdelnoor@sas.edu.sg or Cathy Casey,
ccasey@sas.edu.sg
Medical Examination Form
In compliance with the Singapore Ministry of Health regulations and SAS
Policies, all SAS students must have a completed medical examination
form on file. Usually this is completed as part of the admissions process.
However, failure to have this form on file three weeks after your child
begins school may result in your children being sent home until the medical
examination form is completed.
Medical Emergencies
During your orientation, you should receive an Emergency Release Form
and a consent for Treatment Form. Please fill these out promptly and return
them to the teacher. In the event of a medical emergency or an accident,
we will contact the parents and the doctor of the child. If it is impossible
to reach the parents, and should emergency treatment be required, the child
will be taken to the nearest hospital. Authorization for the school to contact
your family physician and to take whatever emergency medical measures are
deemed necessary is vital for your child’s well being.
17
PARENT INVOLVEMENT
The Early Childhood educators believe a child will benefit most when
parents and teachers work together. Parent involvement is welcomed and
encouraged. Please sign up for the days and time that you can commit to
working in school/class with your child’s teacher. In addition, we need PTA
Room Mothers and a Head Room Mother for each class session. Please let
us know if you are interested.
18
SAS FOCUS ON LEARNING
Vision: A world leader in education cultivating exceptional thinkers
prepared for the future.
Mission: The Singapore American School is committed to providing
each student an exemplary American educational experience with an
international perspective.
Vital Few: Academic Rigor, Professional Excellence, and Extraordinary
Care for the Welfare of Each Child are three imperatives that guide the
SAS’s efforts and resources.
Outcomes: Exemplary Character with Ability to Work Independently
and Collaboratively; Critical and Creative Thinkers; Engaged, Responsible
Citizens; Effective Communicators.
Core Values: Compassion, Honesty, Fairness, Responsibility, Respect
19
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SINGAPORE AMERICAN SCHOOL
Primary Division
40 Woodlands St. 41
Singapore 738547
Phone: (65) 6363-3407 Fax: (65) 6363-6440
SAS Home Page: http://www.sas.edu.sg
Artwork by: PS/IS Art Department